Cambridge Handbook of Engineering Education Research

doi:10.1017/CBO9781139013451

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Cambridge Handbook of Engineering Education Research

Cambridge Handbook of Engineering Education Research

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2014. The Making of an Expert Engineer. p. 449.

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Beddoes, Kacey 2014. Methodology discourses as boundary work in the construction of engineering education. Social Studies of Science, Vol. 44, Issue. 2, p. 293.

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Finelli, Cynthia J. Borrego, Maura and Rasoulifar, Golnoosh 2015. Development of a Taxonomy of Keywords for Engineering Education Research. Journal of Engineering Education, Vol. 104, Issue. 4, p. 365.

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Davis, Richard 2016. An Online Course for Professional Development of Chemical Engineering COOPs and Interns.

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Frank, Brian and Donnelly, Catherine 2018. Conducting research in sports engineering education. Sports Engineering, Vol. 21, Issue. 4, p. 255.

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Johri, Aditya 2018. How FLOSS Participation Supports Lifelong Learning and Working. p. 1.

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Crawley, Edward Hosoi, Anette and Mitra, Amitava 2018. Redesigning Undergraduate Engineering Education at MIT – the New Engineering Education Transformation (NEET) initiative.

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Delaine, David A. Cukierman, Uriel Kandakatla, Rohit Morell, Lueny and DeBoer, Jennifer 2018. Engineering Education for a Smart Society. Vol. 627, Issue. , p. 237.

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Buckley, Jenni Miranda, Marcos Trauth, Amy Johnson, Marianne Vaughan, Michael Zephirin, Tasha Dickerson, Darryl and Davidson, Rachel 2019. The MEP Census: Characterizing Essential Programmatic and Intrastructural Elements of Minority Engineering Programs (MEP) Nationwide.

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Dalal, Medha Carberry, Adam and Archambault, Leanna 2021. Developing a Ways of Thinking Framework for Engineering Education Research. Studies in Engineering Education, Vol. 1, Issue. 2, p. 108.

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Edited by Aditya Johri, Virginia Polytechnic Institute and State University, Barbara M. Olds, Colorado School of Mines

Publisher: Cambridge University Press
Online publication date: February 2015
Print publication year: 2014
Online ISBN: 9781139013451
DOI: https://doi.org/10.1017/CBO9781139013451

Subjects: Engineering, Engineering: General Interest, Psychology, Educational Psychology

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Cambridge Handbook of Engineering Education Research
Edited by Aditya Johri, Barbara M. Olds
Online ISBN: 9781139013451

Book DOI: https://doi.org/10.1017/CBO9781139013451
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The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.

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Cambridge Handbook of Engineering Education Research

This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

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Contents

Frontmatter
pp i-vi

Dedication
pp vii-viii

Contents
pp ix-xii

Editors
pp xiii-xiv

Contributors
pp xv-xxiv

Foreword
pp xxv-xxvi

Acknowledgments
pp xxvii-xxviii

Introduction
pp 1-2

Chapter 1 - Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
pp 3-26

Part 1 - Engineering Thinking and Knowing
pp 27-28

Chapter 2 - Learning Theories for Engineering Education Practice
pp 29-46

Chapter 3 - Situative Frameworks for Engineering Learning Research
pp 47-66

Chapter 4 - The Social Nature of Representational Engineering Knowledge
pp 67-82

Chapter 5 - Conceptual Change and Misconceptions in Engineering Education
pp 83-102

Chapter 6 - Engineers as Problem Solvers
pp 103-118

Chapter 7 - Professional Engineering Work
pp 119-138

Part 2 - Engineering Learning Mechanisms and Approaches
pp 139-140

Chapter 8 - Problem-Based and Project-Based Learning in Engineering Education
pp 141-160

Chapter 9 - Case Studies in Engineering
pp 161-180

Chapter 10 - Curriculum Design in the Middle Years
pp 181-200

Chapter 11 - Engineering Design Education
pp 201-226

Chapter 12 - Adaptive Expertise and Knowledge Fluency in Design and Innovation
pp 227-242

Chapter 13 - Learning Disciplinary Ideas and Practices Through Engineering Design
pp 243-264

Part 3 - Pathways into Diversity and Inclusiveness
pp 265-266

Chapter 14 - Engineering Identity
pp 267-282

Chapter 15 - Studying the Career Pathways of Engineers
pp 283-310

Chapter 16 - Retention and Persistence of Women and Minorities Along the Engineering Pathway in the United States
pp 311-334

Chapter 17 - Social Justice and Inclusion
pp 335-356

Chapter 18 - Community Engagement in Engineering Education as a Way to Increase Inclusiveness
pp 357-372

Part 4 - Engineering Education and Institutional Practices
pp 373-374

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